Exploring Physical Education Teachers' Intention and Perceived Constraints in Offering Online Lessons Using the Theory of Planned Behavior: A Multi-Country Analysis.

Guided by the theory of planned behavior, this study aimed to determine the influence of Physical Education (PE) teachers' attitudes, their perceived behavioral control, and the influence of subjective norms on their intention and constraints (intrapersonal, interpersonal, and structural) to offer a high-quality class based on best practices to deliver PE lessons online during the COVID-19 pandemic. This cross-sectional, multi-country survey study recruited PE teachers from five countries (China, Malaysia, the Philippines, Turkey, and the United States). A total of 928 online questionnaires were used in the analysis. In terms of the overall intention to teach online, our findings showed that American and Filipino teachers had higher levels of intention to continue teaching online. In contrast, Turkish, Malaysian, and Chinese teachers showed a lower interest. Moreover, Malaysian teachers had more intrapersonal constraints while the teachers in the other four countries were not as restrained intrapersonally. The results highlight the significant influence of perceived behavioral control and attitudes on PE teachers' intention to deliver online courses. Constraints to online teaching had a considerably large negative impact on attitudes, subjective norms, and perceived behavioral control. Based on the results, the proposed extension to the theory of planned behavior was an appropriate framework for understanding the behavioral intent of PE teachers.

Psychometric Properties of the Chinese version of Situational Motivational Scale for Physical Education Students of Sports department

This study assessed the psychometric features of the Chinese version of the Situational Motivational Scale (SMS) from a cross-cultural perspective. 758 Chinese PE university students of the sports department (boy 52.6%, n = 357; female 52.9%, n = 401) completed the forward-backward translation-based SMS Chinese version. Using confirmatory factor analysis, the psychometric features of the 16-item SMS were examined (CFA). GFI = 0.96, CFI = 0.98, TLI = 0.97, RMSEA = 0.04) after incorporating two residual covariance for items loaded on the same factor and internal consistency. The alphas of the scales, according to Cronbach, were between 0.83 and 0.95. The composite reliability (CR) was between 0.87 and 0.95, and the AVE ranged from 0.69 to 0.77 for the subscales. The results give empirical evidence that the Chinese version of the SMS has sufficient psychometric characteristics for gauging motivation among Chinese PE university students in the sports department.(AU)

Cross-Cultural Adaptation and Validation of the Malay Version of Sports Motivation Scale-II.

The 18-item Sport Motivation Scale (SMS-II) is one of the most-utilised scales measuring athletes' motivation and its psychometric properties. However, we found no Malay version used to examine the Malaysian multi-ethnic population. Thus, the study aimed to translate and validate the SMS-II into the Malay version using confirmatory factor analysis. A total of 436 (16.44 ± 1.22) state athletes were asked to complete the SMS-II Malay version, which utilised the forward-backwards translation method. The results showed an acceptable fit with the data (CFI = 0.906, SRMR = 0.064; RMSEA = 0.056) and internal consistency, with a Cronbach's alpha value that exceeded 0.50, which supported its usage for the assessment of motivation among the multi-ethnic Malaysian athletes. The Cronbach's alpha values of all the factors were satisfactory, except for introjected regulation. Thus, further studies are needed to improve the reliability of such factors. Nonetheless, the Malay version of SMS-II was found to be valid and reliable for assessing the level of motivation of the multi-ethnic Malaysian athletes.

Analysis of Learning Motivation and Burnout of Malaysian and Chinese College Students Majoring in Sports in an Educational Psychology Perspective.

The purposes are to deepen the understanding of the correlation between learning motivation and learning burnout and thereby stimulate the learning motivation of college students. According to the theory of educational psychology, mechanism of learning motivation, and causes of learning burnout are analyzed. The learning motivation and learning burnout of college students majoring in sports are taken as the breakthrough point. The learning motivation and learning burnout situation of Chinese and Malaysian students majoring in sports are surveyed and compared through questionnaires. In addition, Chinese students majoring in sports are taken as examples to analyze the impact of learning motivation on learning burnout. The correlations between various dimensions are analyzed to determine the impact of learning motivation on learning burnout. The total learning motivation scores of students from the Sport School of Zhengzhou University and the University of Malaya Centre for Sport and Exercise Sciences are 122.3 ± 22.4 and 140.2 ± 23.6, respectively, and their average scores for each question are 3.60 and 4.07, respectively. The total learning burnout scores of students from the Sport School of Zhengzhou University and the University of Malaya Centre for Sport and Exercise Sciences are 58.2 ± 8.95 and 53.6 ± 7.34, respectively. The learning motivation of Malaysian college students majoring in sports is slightly stronger than Chinese students. Compared with Malaysia, the learning burnout of college students majoring in sports in China is extra apparent, mainly exhibited in the two dimensions of depression and a low sense of achievement. The learning motivation and learning burnout of college students majoring in sports are negatively correlated; that is, the stronger the learning motivation, the weaker the learning burnout; on the contrary, the weaker the learning motivation, the more severe the learning burnout. In conclusion, learning burnout of college students can be reduced by correcting and stimulating their learning motivation and improving their learning self-efficacy.

Sport Commitment among Malaysian Racquet Sports Athletes.

BACKGROUND: The Sport Commitment Model is widely used to understand the motivation and commitment of athletes to continue playing sports. However, the factors influencing athletes' commitment to racquet sports have not received much research attention, especially in Malaysia. PURPOSE: This study aims to use the Sport Commitment Questionnaire-2 (SCQ-2) to examine Malaysian athletes' commitment to racquet sports. METHODS: A total of 612 athletes (367 males/245 females, µ age= 30.32 ± 11.56) completed the SCQ-2, which measures seven factors and two dimensions of sport commitment. RESULTS: The results revealed that sport enjoyment was the main factor contributing to the athletes' commitment in all sports. Two-way ANOVA analyses showed significant differences in athletes' enthusiastic commitment [F(3,604) = 44.92, P = 0.00] and constrained commitment [F (3,604) = 15.32, P = 0.00] across four sports. There were also significant differences in both enthusiastic commitment [F(3,604) = 7.53, P = 0.00] and constraint commitment [F(3,604) = 18.82, P = 0.00] across age groups. CONCLUSION: Enjoyment is the main factor in sport commitment. Tennis athletes possess the highest level of enthusiastic commitment across all the racquet sports. Moreover, male athletes showed higher levels of enthusiastic commitment than female athletes.

Self-determination and goal orientation in track and field.

This study investigated gender, age group and locality differences in adolescent athletes' self-determination motivation and goal orientations in track and field. It also examined the relationship between the self-determination theory and achievement goal theory. A total of 632 (349 boys, 283 girls) adolescent athletes (aged 13-18 years) completed the Sports Motivation Scale and Task and Ego Orientation in Sport Questionnaire. Results indicated significant differences between gender on intrinsic motivation, extrinsic motivation, amotivation (t(630) = 4.10, p < 0.05) and ego orientation (t(630) = 2.48, p < 0.05). Male students reported higher intrinsic motivation, extrinsic motivation, amotivation and ego orientation. A significant difference was found between age groups on task orientation (t(630) = 1.94, p < 0.05) and locality on ego orientation (t(630) = 1.94, p < 0.05). Older athletes showed significantly higher task orientation. Rural athletes had higher ego orientation whereas urban athletes have higher intrinsic motivation. Task orientation was related to intrinsic motivation (r = 0.55, p < 0.01), extrinsic motivation (r = 0.55, p < 0.01), but weakly related to amotivation (r = 0.10, p < 0.01). Ego orientation was related to intrinsic motivation (r = 0.30, p < 0.01), extrinsic motivation (r = 0.36, p < 0.01) and amotivaion (r = 0.36, p < 0.01). Task orientation was related to ego orientation (r = 0.29, p < 0.01). Multiple regression analysis showed intrinsic motivation, extrinsic motivation and amotivation accounted for 30.5% of the variances in task orientation.